Presentation on theme: "CIV 1 Lincoln County Administrators Total Instructional Alignment."— Presentation transcript:
CIV 1 Lincoln County Administrators Total Instructional Alignment
Instructional Leadership Definition: In the effective school, the principal acts as an instructional leader and effectively and persistently communicates that mission to the staff, parents, students and community. The principal understands and applies the characteristics of instructional effectiveness in the management of the instructional program. First Generation Research: Principal as Instructional Leader Second Generation Research: Principal as Leader of Leaders
Leadership Density In schools where student achievement is consistently higher than would be predicted, the responsibility for instructional leadership is shared by many. Today’s effective instructional leader recognizes the multiplying effect of developing many leaders in the school –of become leader of leaders. Supervision in Transition 1992 ASCD Yearbook Thomas Sergiovani, Contributing Editor
Instructional Leadership Improving Instruction –Two Paradigms Placing the Mark Evaluation Moving the Mark Coaching
Covey’s Quadrant II Leadership UrgentNot Urgent Not Important 1 2 34
The Leadership Factor 5 Big Leadership Ideas Depth of knowledge Clear and consistent communication Facilitating change Monitoring progress Recognizing and celebrating success
The Leadership Factor 5 Big Leadership Characteristics –Leaders focus on their own behavior –Leaders inspire through vision and create pathways of success –Leaders demand accountability at all levels –Leaders develop teamwork through collaboration –Leaders support the growth and development of others
1.Maintain focus on TIA. TIA must be consistently and persistently communicated at every possible opportunity to ensure equity and quality in learning opportunities for all students.
2. Establish accountability systems for the implementation of TIA.
3. Encourage and support distributed leadership.
4. What gets measured and monitored gets done – the rest is viewed as optional. Develop effective systems of measurement for TIA in your district.
5. Ask the important questions. –How are you implementing TIA in your classroom? –How is the TIA document reflected in lesson planning, instruction and assessment? –What are you doing to ensure both horizontal and vertical alignment of curriculum and instruction? –How are you using formative assessment data to adjust instruction for individual student learning needs? –How can I help you?
6. Take advantage of professional development opportunities that support the TIA process.
7. Provide professional development opportunities that support the TIA process.
. 8. Allocate the necessary time, materials and resources for TIA.
9.Recognize accomplishments and share successes.
Change Process Tools Where we started. Where we’re going.. When NOT to get discouraged. Valley of Promising Practice
Three Key Questions 1.What does TIA look like when it is in use? 2.What would we see in classrooms where it is used well? 3.What will teachers and students be doing when TIA is in use?
A Conceptual Model for TIA Instructional Design Quality instruction and learning experiences Preparing for quality instruction Great expectations for student achievement TIA Instructional Design Assessment, feedback and adjustment
TIA and 3 Stages of UBD Stage 1 – Desired Results Z-Chart Stage 2 – Assessment Evidence Higher Order Questioning Stage 3 – The Learning Plan Congruency in Learning Experiences
Essential Questions for Classroom Observations What is the goal of the lesson? Is it specific, measurable and standards-based? Are the activities, information and questions congruent to the goal? What is the level of instruction? Are all students actively engaged in the learning process? How is the teacher monitoring and adjusting instruction based on feedback from the learners?
Delivering Quality Instruction Three Expectations for Total Instructional Alignment
Theory – Widely accepted beliefs based on research. Expectation – A non-negotiable practice. Method – How the standard is achieved. Theory Expectation Method
Expectation 1 Establish a goal for the lesson and congruency in instruction
Theory - Time affects learning. Expectation – Establish and teach to a measurable learning objective. Method - Cooperative Learning, demonstration, direct instruction, lecture, audio-visual presentation, learning centers, etc. Belief - All children can learn given time. Theory Expectation Method Expectation 1 – Established and teach to a measurable learning objective
Establish and teach to a measurable learning objective 1. A measurable objective - Z Chart 2. Alignment of the learning experience – information and activities and activities
Chance encounter Perfection Reality Shotgun approach Egg on the wall approach approach Alignment of Instruction
Expectation 2 Establish the correct level of difficulty for the instruction
Theory - Learning is an incremental process. Expectation – Determine the appropriate level of instruction Method - Cooperative Learning, demonstration, direct instruction, lecture, audio-visual presentation, learning centers, etc. Belief - One success builds another success. Theory Expectation Method Expectation 2 - Determine the appropriate level of instruction
Determine the appropriate level of instruction 1. Unpack the learning expectation through the process of task analysis 2. Determine the appropriate level of instruction by assessing prior knowledge prior knowledge
Expectation 3 Check for understanding and adjust instruction appropriately
Theory - There is a cause and effect relationship between teaching and learning. Expectation – Check for understanding and adjust instruction Method - Cooperative Learning, demonstration, direct instruction, lecture, audio-visual presentation, learning centers, etc. Belief - Teachers control conditions for learning in the classroom. Theory Expectation Method Expectation 3 – Check for understanding and adjust instruction appropriately
Expectation 3 – Check for understanding during instruction and make appropriate adjustments 1.Monitor learning progress by eliciting measurable responses during instruction responses during instruction 2. Adjust instruction appropriately